Piaget name equilibration wanted to create a universal motivation theory of biology and living things intelligence primary interest

what happens after individual senses information culture sociohistorical

Vygotsky

wanted to understand human culture

cause of individual development is the word socialization by more capable others within culture ZPD, instruction Learning causes development.

how knowledge interations with and adaptations is gained cognitive development to environment through active discovery biological maturation and experience (no primary cause identified) maturity through stages (mental readiness). Development precedes learning.

role of language symbols which don't affect thinking structures. 2-7 egocentric. Language reflects mental operations already formed. autism dominant --->egocentrism-->social speech

speech allows children to develop thought and control world. Leads to inner speech, and selfregulation

language acquisition

social symbols precede language, language is reliant on social speech

fixed pattern, timing flexible stages sensory motor, pre-operational, concrete operational, formal operations how mind works evolving units of intelligent behavior called schemas (organizational systems) how mind develops assimilation (fit experience with schema) accomodation (adjust to changed idea) genetically based, invariant theme implications activity most important part of knowledge action, self-directed problem solving

focus on language and culture

through culture and language learn about world

language creates thought

genetically based, invariant activity important but language and culture moreso communication, social interaction and instruction

social importance

disequilibrium forces new accomodations and assimilations

through instruction from an informed other, and action children learn group liked Piaget's reliance on data and clinical method

subjects of study individuals common ground Genesis and history are inseparable General laws govern development Opposition is the cause of progress as human beings transform their learning to meet their needs Both are stage theorists, not associationists Vygotsky saw development as the transformation of old knowledge structures and criticized Piaget for saying old were replaced Ontogenic and social/cultural development two lines that continuously interact History important, but can not account alone for thinking structures Development takes cue from material world, results from experience in an environment but can be transformed through internal reflection. Development is through qualitative transformation of thinking Pace of development susceptible to social milieu Piaget thought of egocentrism as a developmental stage, which Vygotsky thought was a matter of Piaget failing to differentiate Piaget did not believe that thinking was determined by history. Piaget thought oppositional forces caused progress Piaget did not believe that knowledge systems were historically inherited, he believed they were controlled bymatter haphazard events like Piaget did not link to thinking Vygotsky other than to say that all thinking can be traced back to interacting with material, Piaget believed everyday ideas could lead to formal thought rather than being in opposition. Vygotsky thought when we use social speech we change our development in quality. Vygotsky thought opposition led to transformation while Piaget thought contradiction was the mechanism (different Vygotsky thought we cannot separate an individual's situation from the mind. Vygotsky thought ontology (the nature of being) and culture intersected Vygotsky considered the individual and social system history important, while Piaget concentrated on the individual's development

differences

thought Piaget misunderstood egocentric speech (Autistics could not use social speech in Piaget's view, but social speech is based in

Vygotsky thought of development as a gradual quantitative progression leading to a qualitative leap. Vygotsky thought everyday and scientific concepts were opposite and separate, and were essential for development. Vygotsky thought scientific concepts had to have spontaneous base from everyday life. (eg a foreign vs language is based on understanding Physicist Engineer both start with same basic understanding but one explores what is is about itself thatbelieved causes change, while the other Vygotsky conscious instruction leads to the development of concepts, but Piaget saw instruction as a push. Vygotsky thought early Piaget thought instruction had to happen at the right time to be useful. Vygotsky thought everyday learning had to be quite developed in order to be transformed into scientific concepts. Piaget focuses on peer interactions, Vygotsky on child-teacher. Vygotsky focused on two ways of learning: general and specific, which develop separately, simultaneously, and move toward one another. Vygotsky saw society and the individual as playing key roles in development. Top down, general to specific. Piaget bottom-up, specific to general in theory development Piaget wanted to know why, Vygotsky to know how Material side of development very important to Vygotsky